SESSION 1:
History and Importance of Outcomes-Based Assessment and Components of an Outcomes-Based Assessment Plan and Report (2 hours)
Participants will:
Describe the history of outcomes-based assessment (OBA)
Explain the purpose for OBA
Explain why OBA practice and documentation is so important
Identify the necessary components of an outcomes-based assessment plan and report (OBAP)
Align components of the OBAP with program review, annual planning, strategic planning, and budgeting processes.
Explain the importance of evaluating student learning
Distinguish between learning goals and outcomes
Identify characteristics of measurable and meaningful outcomes
Assignment:
Note: Participants will be able to post their assignments on a web site and view the assignments of the other participants.
A criteria check list will be provided so that participants can self-evaluate their learning and review the work of their peers. Although the speaker will not be able to provide individual feedback, she will review all assignments and base the following session’s content on the progress/learning that is reflected in the assignments.
Draft a conceptual framework for assessment
Identify a common language for OBA
Draft a template for OBA
Draft Mission/Purpose, Goals, and outcomes
Self-critique outcomes
Peer evaluate at least 2 other sets of outcomes
SESSION 2:
Mapping SLOs to Programs and Services and Designing Evaluation Tools and Criteria (2 hours)
Participants will:
Explain the mapping process
Identify at least two different ways to evaluate each outcome
Identify how outcomes need to be refined
Explain the most systematic place to evaluate learning
Explain the difference between methods and tools
Identify evaluation method/tool limitations
Articulate expectations for performance level for each evaluation method
Identify appropriate criteria for each evaluation method/tool, as appropriate
Assignment:
Map their SLOs to their programs and activities
Self critique 5 current student learning outcomes and their mapping
Peer evaluate at least two other sets of learning outcomes and their mapping
Self-critique evaluation methods and criteria
Peer evaluate at least two other sets of evaluation methods and accompanying criteria
Determine how decisions can be made with this type of data
SESSION 3:
Q and A and Closing the Loop (1 hour)
Participants will:
Determine how decisions can be made with this type of data
Identify some documentation solutions that will aid decision-making
Questions and Answer
This webinar will benefit student affairs professionals who are doing any level of assessment, from assessment of a single workshop to assessment of the entire program. Those responsible for assessment of their division will also benefit.
Marilee J. Bresciani, Ph.D. is Professor of Postsecondary Education Leadership at San Diego State University, where she coordinates the masters in Student Affairs/Services in community colleges and higher education, the certificate in institutional research, planning, and assessment, and the masters and doctorate in community college leadership. The curriculum at San Diego State University emphasizes student learning centeredness, integration of the curricular and co-curricular learning paradigms, and analysis, planning, and responsible practice of leaders in a socially just and global environment.
Dr. Bresciani’s research focuses on the evaluation of student learning and development. She uses grounded theory to explore how systems and processes contribute to student learning centeredness, which includes the study of leaders’ roles in these systems and processes.
Dr. Bresciani has held faculty and higher education administration positions for over 21 years. In those positions, she has conducted enrollment management research, quantitative and qualitative institutional research, course-embedded assessment, and academic and administrative program assessment. Previously as Assistant Vice President for Institutional Assessment at Texas A&M University and as Director of Assessment at North Carolina State University, Dr. Bresciani led university-wide initiatives to embed faculty-driven outcomes-based assessment in the curriculum. She has led reforms in outcomes-based assessment program review, assessment of general education, quality enhancement, and assessment of the co-curricular.
Dr. Bresciani has been invited to present and publish her findings on assessment and is a leading author of five books on assessing student learning and outcomes-based assessment program review. Dr. Bresciani has developed and delivered several courses on assessment of student learning and is reviewer for the Australian Quality Assurance Agency and is also a managing partner in an international assessment and enrollment management consulting firm.
Dr. Bresciani holds a Ph.D. in Administration, Curriculum, and Instruction from the University of Nebraska and a Masters of Arts in Teaching from Hastings College.
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